SLMS Core Competencies from the SLMS/Teacher Librarian Evaluation Rubric
| Competencies identified through SLMS Performance Evaluation | Definition | Examples of Professional Development |
|---|---|---|
| Assessment | The ability to create and use a tool to determine a student's mastery of a topic. Usually in conjunction with a content standard. (Ohio Teaching Standard #3) | |
| Cataloging | The ability to prepare accurate descriptions of library materials and to provide appropriate access to library materials. | Co-sponsor workshops with OhioNET; Co-sponsor with vendors such as Sirsi, Follett; genrefying |
| Collaboration | The ability to build relationships and form partnerships with teachers, administrators, parents, school board members as well as other community organizations | |
| Collect Evidence | The ability to aggregate student or teacher work to show growth in a specified learning standard or lesson. (Ohio Teaching Standard #3) | Rejuvenate the EBP workshops |
| Collection Management | The ability to select and evaluate materials and to maintain a collection designed to meet the needs of the intended audience; includes conservation and preservation | Co-sponsor workshops with vendors such as KapCo; ESL books for teens |
| Communication | The ability, through both verbal and written methods, to provide concise, timely, and accurate information to students, teachers, administrators, parents, school board members as well as community organizations. | |
| Curriculum Standards | The ability to know and use the Ohio Learning Standards; media, technology, and information literacy standards (e.g., ISTE, AASL, NAMLE) for purposes of instruction and collection management. | |
| Data Assessment | The ability to analyze information (usually test results) to determine trends, weaknesses in lessons etc. (Ohio Teaching Standards #4) | Rejuvenate the EBP workshops |
| Data Collection | The ability to compile student, teacher and district information for purposes of analyzing program effectiveness. (Ohio Teaching Standards #4) | |
| Differentiation | The ability to apply a variety of methods of instruction, respond to students' readiness, instructional needs, interests and learning preferences and provide opportunities for students to work in varied instructional formats. | |
| Environment | The ability to create a library/media center facility conducive to high quality learning. (Ohio Teaching Standard #5) | |
| Ethics | The ability to know and comply of with Ohio Ethics Law; ethics and values of library service | |
| Fiscal Responsibility | The ability to work within a given budget and act as a trustee of the district's assets including exercising due diligence to oversee that the library/media center is well-managed and that its financial situation remains sound. | |
| Instructional Goals | The ability to know about instructional targets for learning by the teacher, student and district over a specified time period; the ability to create instructional targets for learning within the library program. (Ohio Teaching Standards #4) | |
| Instructional Strategies | The ability to present instructional content in diverse ways to students and select appropriate delivery methods according to learner needs. | |
| Laws and Policy | The ability to know and comply with school district policies; local, state, and federal laws as they apply to library services (e.g., copyright, privacy). | |
| Leadership | The ability to set and model high performance standards characterized by integrity; to earn trust and respect of others by coaching, inspiring, empowering people within the building and school district. | |
| Plan Lessons | The ability to know, understand, and implement a lesson plan structure that includes curriculum standards and assessment. | |
| Professional Development for Self and Others | The ability to recognize a need for knowledge, seek it, and share the information with coworkers and fellow media specialists. (Ohio Teaching Standards #7) | |
| Professional Goals | The ability to create a set of target actions to accomplish within a chosen field of work. | |
| Reading and Literacy | The ability to work with groups and individuals across the full range of learning needs to promote books in all formats for personal pleasure or growth. | ESL books for teens |
| Records Management | The ability to organize and maintain library records; to generate many different types of reports to facilitate library planning and operation. | |
| Reference | The ability to determine patron needs and use various resources to provide clear and comprehensive information in response to requests. | |
| Relationships | The ability to build connections among/between teachers and students which enhance (or prohibit) the learning process. | |
| Routines and Procedures | The ability to develop and implement library policies and procedures. | |
| Standards of Conduct | The ability to know, understand, and implement a set of rules outlining the social norms and rules and responsibilities of, or proper practices for, all individuals and stakeholders. Related concepts include ethical, honor, moral codes and religious laws. | |
| Student Assessment | The ability to create and use a tool to determine a student's mastery of a topic. Usually in conjunction with a content standard. (Ohio Teaching Standard #3) | |
| Student Demographics | The ability to aggregate student information for purposes of instruction and/or program development. | |
| Student Development | The ability to know and understand the stages of student cognitive and psycho-social development and the implications for learning. The ability to know, understand, and monitor student progress during a specific period of learning (usually an assessment). (Ohio Teaching Standard #4) | |
| Technology | The ability to know, understand, and implement the technologies that are used within the library; basic computer skills; computer equipment; software; Internet (Web 2.0, library's website, online circulational system). |
Download Competencies table as a PDF or Word document.